The power of reading how the next government can

Recommendation 1: Empower schools with 
evidence on teaching reading comprehension 
The next government should set out a national 
mission to improve the teaching of reading 
comprehension, working in partnership with 
schools and local authorities across England. 
Political leadership would help to signal the crucial 
importance of reading comprehension skills, while 
the government could use its access to technical 
expertise to help teachers understand the best 
approaches. This should be modelled on the 
coalition’s strategy for embedding phonics in the 
curriculum for younger primary school children. 
4HEMAJORCHALLENGEFORTEACHERSISTHATALTHOUGH
the evidence base on reading comprehension is 
strong, it is highly academic. There is a lack of 
accessible information and resources on the best 
approaches to use in the classroom. To rectify this, 
the Department for Education should commission 
ANINDEPENDENTREVIEWOFTHECRITERIAFORJUDGING
effective reading comprehension strategies. This 
review should also identify existing practical 
programmes and strategies from across the world, 
and assess them against the new criteria. The 
department should commit to publishing accessible 
information about effective approaches and work 
with schools, teaching unions and professional 
associations to get these into the hands of classroom 
teachers. This database should be developed and 
refined as new evidence emerges. 
As with the phonics evidence review, government 
could appoint an independent expert to carry out 
this review. However, in the long term, this detailed 
evidence base should have an institutional home so 
that it can be maintained over time, disseminated 
widely to schools and teachers, and supported by 
wider activities to drive the continuous improvement 
of teaching quality in England. 
The teaching profession is developing plans for a 
new College of Teaching, which has been welcomed 
by the government.
41
This teacher-led body would 
be committed to raising professional standards 
across the teaching profession. It will take several 
READING FOR PLEASURE
#ELEBRATINGTHEJOYOFREADINGISCRUCIALIFWEWANT
to see all children reading well by the age of 11. 
Regularly reading for pleasure between the ages 
of 10 and 16 has a positive effect on children’s 
vocabulary, spelling and maths skills.
42
However, 
children growing up in poverty are less likely to 
read frequently outside school than their better-
off peers. They are also less likely to have books of 
their own and to read a broad range of materials, 
including books, magazines and emails.
43
Promoting reading for pleasure must be a